Words are chosen from article. See article for details.
What materials will I present to students:
ARTICLE: Students will read an article where scientists worked together to develop the most plausible solution to a problem. Close reading techniques and annotating will be used. Students will be able to analyze the arguments that support the claims made in the Biochar article using clear reasoning and evidence from the article. Students document the arguments made by the authors of the Biochar article; make meaning of the different solutions they proposed; argue if they agree or disagree with the chosen solution; compare/contrast the different solutions presented.
COMPUTERS: Students will research and present a real-world example which illustrates a dynamic scientific process where scientists/engineers have worked as a team to develop many solutions to a specific problem and then tested to find the most plausible solution. Students demonstrate their understanding of developing solutions; describe their example, justify their explanation, show how they reached their conclusions.
JOURNALS: Students write a letter to the scientists/engineers they studied in the real-world example above, imagining what it would be like to have been there and asking questions about how they arrived at the most plausible solution to their problem. Students consider alternatives, imagine what an historical scientist would do to solve the problem.
COMPUTERS: Students invent their own experiment, propose possible solutions, solve how they will test them and test their most plausible solution.Students present their findings, and assess their experiments through posts in their journal entries.
How will I open the lesson (motivation) and capture student interest?
PRE LEARNING ACTIVITY: Build a tower in fifteen minutes using provided materials (spaghetti, marshmallows, string, tape) that stands freely and measures the tallest in the class.
What additional individual/team/full class activities will I use to help students discover what they need to learn (suggest three)? If these are group activities, how will student groups be organized?
PRE LEARNING ACTIVITY: Small groups of three
ARTICLE: Individual
RESEARCH STAGE 1: Same groups of three
RESEARCH STAGE 1: Same groups of three
LETTER WRITING: Individual
RESEARCH STAGE 2: Individual
REPORTING: Individual
How will I differentiate instruction with multiple entry points for diverse learners?
Not necessary for pre learning activity. Article will be chunked out for differentiation with lower level readers. This is probably not necessary as my class is an honors class.
What H.O.T. (Higher Order Thinking) questions will I ask to engage students in analysis and discussion?
How did you come to your final design? Did you consider other options? Did you start with the end in mind? Did you use trial and error? Leave time for improvements? How will this help you to solve other problems?
How will I assess student mastery of the skills, concepts and content taught in this lesson?
There are several, varied experiences in this lesson that touch on many different Intelligences. Students have many opportunities to master the skills, concepts and content taught in this series of lessons. The assessments will be informal for some of the experiences and formal for the Letter writing and Research Stage 2, where students will be assessed on their presentation (ppt or other method of their choice) of their own experiments.
How will I bring lesson to closure (summary questions)?
Debriefing will consist of discussion in the original small groups, then brought together with a whole class discussion.
Classroom application/follow up
The application of this series of lessons is that students will use their knowledge and apply it to future STEM research projects.
How do I evaluate this lesson?
Honestly, in retrospect, this lesson was not as dynamic as I had hoped it would be. I found writing a lesson in this format (answering the questions, not UbD) to be counterintuitive for me.
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